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Hennessy, James J.; Loveless, Eugene – Educational and Psychological Measurement, 1976
Attempts to determine whether three reading tests made separate contributions to a placement and diagnostic system developed for an open admissions municipal community college. (Author/DEP)
Descriptors: Community Colleges, Comparative Analysis, Diagnostic Tests, Higher Education
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Powers, Stephen; And Others – Educational and Psychological Measurement, 1986
The predictive validity of the California Achievement Test, Reading (CAT-R) was examined for 480 Hispanic and Anglo pupils in Grades 2 and 3. The validity of the CAT-R as a predictor for reading for combined groups of Hispanic and Anglo pupils appeared to be limited. (Author/LMO)
Descriptors: Achievement Tests, Anglo Americans, Comparative Testing, Hispanic Americans
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Runco, Mark A.; Albert, Robert S. – Educational and Psychological Measurement, 1985
Partial correlation procedures were used to compare the reliability of ideational creativity in 225 academically gifted and nongifted fifth to eighth grade children. The divergent thinking interitem and intertest correlations of the gifted children were significantly larger than the nongifted. Ideational originality was reliable only in the…
Descriptors: Academically Gifted, Creative Thinking, Creativity, Creativity Tests
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Powers, Stephen; Jones, Patricia B. – Educational and Psychological Measurement, 1984
The six California Achievement Tests (CAT) subtests were factor analyzed separately for Black males, Black females, Hispanic males, Hispanic females, White males, and White females, in the fifth and seventh grades. the CAT was found to be essentially invariant with regard to race and sex. (Author/BS)
Descriptors: Achievement Tests, Blacks, Factor Structure, Hispanic Americans
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Weiner, Max; Kippel, Gary – Educational and Psychological Measurement, 1984
The California Achievement Test and Degrees of Reading Power tests were administered to students to determine the relationship between the instruments as measures of reading. It was concluded that either test may be used to make valid predictions to the other by use of locally constructed conversion tables. (Author/DWH)
Descriptors: Correlation, Elementary Education, Predictive Validity, Reading Achievement
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Powers, Stephen; And Others – Educational and Psychological Measurement, 1983
An examination of the predictive validity of the Stanford Mathematics Test included 426 Black and White eighth- and ninth-grade students. No significant differences were found in mean residuals by race. Differences of small magnitude occurred by sex in one cohort which indicated underprediction for females and overprediction for males. (Author/PN)
Descriptors: Achievement Tests, Intermediate Grades, Junior High Schools, Predictive Validity
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Powers, Stephen; Crowder, Christopher – Educational and Psychological Measurement, 1982
The factorial structure of the California Achievement Test subtests appears to consist of only one common factor in each grade. This study indicates that there is considerable overlap among the subtests and that there is minimal support for the use of subtest scores as measures of independent constructs. (Author/PN)
Descriptors: Achievement Tests, Elementary Education, Factor Analysis, Factor Structure
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Halpin, Gerald; And Others – Educational and Psychological Measurement, 1981
The incremental effectiveness over high school grade point average alone of the American College Testing Program, the Scholastic Aptitude Test, and the California Achievement Tests in predicting college freshmen grade point average was compared. The incremental predictive efficiency was nearly the same for each, resulting in an 18.47 percent…
Descriptors: Achievement Tests, College Entrance Examinations, College Freshmen, Comparative Analysis
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Olguin, Leonard; Michael, William B. – Educational and Psychological Measurement, 1979
Based on a sample of 95 first- and second-grade children with a Spanish language orientation (SPLO), psychometric information is provided for a newly constructed auditory perception test designed for children who are attempting to acquire basic reading, writing, and oral skills in standard American English. (Author/CTM)
Descriptors: Audiolingual Skills, Auditory Perception, Bilingual Students, Diagnostic Tests
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Carpenter, Dale; Carpenter, Sue – Educational and Psychological Measurement, 1978
The Larsen-Hammill Test of Written Spelling scores were correlated with scores received on the California Achievement Test (CAT) for 45 fourth-grade pupils. Spelling scores were moderately predictive of reading, mathematics, language, and spelling subtests on the CAT. (Author/JKS)
Descriptors: Academic Achievement, Achievement Tests, Correlation, Elementary School Mathematics